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ASSIGNMENT INSTRUCTIONS:
Allocate at least 3 hours in the field to support the field experience.
A constructive learning environment consists of a collaboration between educators and students. Educators need to include the students in the learning process, articulate the learning objectives, and set learning goals that are appropriate for a variety of learners.
Review the data received from the pre-assessment implemented in “Clinical Field Experience C.” This data will determine where learning gaps might be and how individual students are demonstrating their knowledge. Use the “Intervention and Goal Setting Template” to complete this assignment. Using the same standard selected for the pre-assessment, create one intervention activity that can be implemented with the three students you assessed. This activity must include instruction and a post-assessment, and be differentiated to meet all learning needs of the students.
Implement the activity and a post-assessment to complete the assessment cycle.
Review the data and provide feedback individually with each of the three students. Your feedback must be a description of 50-100 words per student.
During the feedback, set 2-3 appropriate goals with each student that challenges them to grow in an area that is specific to their needs.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
In no more than 250 words, reflect on your feedback session with each student. Discuss how you modified your conversation based on student responses to make it meaningful and appropriate for each student. Remember to be cautious to protect the confidentiality of the student.
Support your intervention activities and goals with 2-3 scholarly resources.
HOW TO WORK ON THIS ASSIGNMENT (EXAMPLE ESSAY / DRAFT)
In today’s education system, creating a constructive learning environment is essential for the growth and development of students. This can be achieved by fostering collaboration between educators and students. The educators need to involve the students in the learning process by articulating the learning objectives and setting learning goals that are appropriate for a variety of learners.
In “Clinical Field Experience C,” pre-assessment data was collected to determine where learning gaps might be and how individual students are demonstrating their knowledge. To complete the assignment, the “Intervention and Goal Setting Template” was used to create one intervention activity for the three assessed students. The activity was differentiated to meet the learning needs of each student and included instruction and a post-assessment.
After implementing the activity and post-assessment, feedback was provided individually to each student. The feedback consisted of a description of 50-100 words per student, and 2-3 appropriate goals were set with each student that challenged them to grow in an area specific to their needs.
During the feedback session, I modified my conversation based on the student’s response to make it meaningful and appropriate for each student. It was important to protect the confidentiality of each student while still providing valuable feedback. For example, for one student who struggled with written expression, the conversation focused on verbalizing their understanding of the material, while for another student who struggled with attention, strategies were discussed to stay focused during instruction.
To support the intervention activities and goals, 2-3 scholarly resources were utilized. These resources highlighted the importance of differentiated instruction and feedback for student growth and development.
Overall, the field experience provided an opportunity to apply theoretical knowledge to practical teaching situations, and it reinforced the importance of collaboration and differentiation in creating a constructive learning environment.
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